Faculty Development

The AMEE Faculty Development Committee offers a series of webinars.

Designing Faculty Development Programmes

Presenter: Clare Morris
Date: 5th February 2019

Summary: This webinar focusses on design decision for faculty development programmes. The emphasis will be upon programmes that run over a period of time, whether as linked ‘one-off’ workshops or more intensive, award bearing longitudinal programmes. The examples used will draw on ways of working with medical and dental educators, in clinical workplaces as well as those in more formal settings.

The webinar aims to illustrate how teaching, learning and assessment methods can be aligned to offer meaningful professional learning for healthcare educators.

The webinar is aimed primarily at those interested in /involved in faculty development, but may also appeal to those with interests in curriculum design.

Comparing and Contrasting: Continuing Professional Development and Faculty Development

In association with the AMEE CPD Committee

Presenter: Ivan Silver, Department of Psychiatry at the University of Toronto, Canada co-presented with Karen Leslie, Department of Paediatrics and the Centre for Faculty Development, University of Toronto

Date: 4 March 2019

Summary: We are very pleased to present this special joint Faculty Development/Continuing Professional Development webinar co-hosted by both the FD and CPD committees of AMEE.

Faculty Development and Continuing Professional Development programs have had parallel and overlapping histories and areas of focus at medical schools in the past 50 years. During the session we will first review the history of each of these education fields and then highlight their shared elements and their differences in target audience, purpose, pedagogy and scholarship. We will then examine the opportunities for these two fields to intersect and to compliment each other to foster system change and use pooled practice and teaching evaluation data to foster performance improvement and continuing professional competence.

Summary: Clinical supervisors typically learn to teach on the job or by participating in formal faculty development. Opportunities to refine their skills through workplace feedback are limited. Adopting a workplace-based structured peer support process contextualised to the needs of the supervisor offers an innovative solution to improving teaching. It fills the gap between theory and practice, can promote enhancements in the quality of education, and enrich the supervisory culture.

Aim of the webinar: The webinar will introduce participants to an evidence-based collaborative interprofessional peer support process involving self-reflection and peer observation. After attending this webinar participants will recognise the peer support clinical supervision process as an effective faculty development strategy that can strengthen the quality of their workplace supervision. They will understand the evidence informing the components of the process. The webinar includes time to engage with the free online resources and peer support tool in a simulated process.

The webinar is aimed at any health professional with supervisory responsibilities, regardless of level of experience or workplace context. It will also be valuable for managers wishing to promote the development of effective teaching and learning within their team including vocational level training pathways, and university-based faculty who support clinical educators.